Stepping up Together INSTITUTIONAL SUSTAINABILITY PLAN. A Framework for Excellence and Leadership in the Pursuit of Sustainability

Transcription

1 Stepping up Together INSTITUTIONAL SUSTAINABILITY PLAN A Framework for Excellence and Leadership in the Pursuit of Sustainability

2 ACKNOWLEDGEMENTS THE UNIVERSITY OF CALGARY INSTITUTIONAL SUSTAINABILITY PLAN (April 2011) This document was developed through the knowledge and input of a diverse cross section of the University of Calgary campus community. It was created and refined over a two year period through the following contributors Institutional Sustainability Plan Task Force Members Rob Armstrong Associate Vice President (Human Resources) Sandy Bell Senior Communications Manager (Provost's Office) Voula Cocolakis Associate Vice Provost (Student Services) Alastair Cribb Dean, Veterinary Medicine Gary Durbeniuk Vice President (Development) Bob Ellard Vice President (Facilities Management and Development) and Task Force Chair Bruce Evelyn Vice Provost (Planning + Resource Allocation) Kelly Exner Associate Vice President (Communications and Community Engagement) Steven Gasser Associate Vice President (Facilities Management) Fred Hall Dean, Graduate Studies and Vice Provost (Graduate Education) Lise Houle Associate General Counsel (Legal Services) Gary Libben Associate Vice President (Research) Joanne Perdue Director of Sustainability (Office of Sustainability) Nancy Pollock-Ellwand Dean, Environmental Design Leonard Waverman Dean, Haskayne School of Business Staff Contributors and Reviewers Susan Austen Director (Parking and Traffic Services) Brent Beatty Manager Book Store (Ancillary Services) Steven Dantzer Associate Vice President (Facilities Development) Marshall Denhoff former Director Environment, Health and Safety Harold Esche former Chief Information Officer (Information Technologies) Steven Gasser Associate Vice President (Facilities Management) Shelley O brien Director, Operations and Maintenance (Facilities Management) Joanne Perdue Director of Sustainability (Office of Sustainability) Lisa Ross Executive Director (Supply Chain Management) Jim Sawers Director Campus Engineering (Facilities Development) Murray Sloan Senior Manager Energy and Utilities (Facilities Management) Doug Wilson former Business Performance Manager (Facilities Management) continued

3 (April 2011) Student Contributors and Reviewers The following student groups contributed to portions of this document through their input into the Climate Action Plan which is reflected in this document: Bike Root Community Bike Shop, Eat Dirt, Eco Club, Engineers Without Borders, Environmental Design Student s Association, Environmental Science Student s Association, Graduate Students Associations, Institution for Sustainable Energy, Environment and Economy Student s Association, Save NRG, Students Union, University of Calgary Solar Car Team, and Urban Calgary Students Association. Over the past two years executives from the Students Union and the Graduate Students Association have lent their support for the development of this document through their participation in the Board of Governors Subcommittee on Environment, Health, Safety, and Sustainability; the Students Union Sustainability Board; and the Sustainability Stewardship Working Group. Institutional Contributors and Reviewers The University of Calgary Executive Leadership Team Deans Council and Deans Forum University Planning Committee Associate Dean s Research Council General Faculties Council Board of Governors Standing Committee: Environment, Health, Safety and Sustainability Board of Governors Additional recognition is provided to the Association for the Advancement of Sustainability in Higher Education (AASHE) for their work in the development of the Sustainability Tracking and Rating System (STARS) which this document draws upon.

4 Table of Contents EXECUTIVE SUMMARY THE UNIVERSITY OF CALGARY INSTITUTIONAL SUSTAINABILITY PLAN (April 2011) 1. INTRODUCTION THE UNIVERSITY OF CALGARY SUSTAINABILITY COMMITMENT WHY IS SUSTAINABILITY IMPORTANT TO THE UNIVERSITY OF CALGARY? WHAT IS SUSTAINABILITY? WHAT IS THE PURPOSE OF THE INSTITUTIONAL SUSTAINABILITY PLAN (ISP)? HOW DOES SUSTAINABILITY RELATE TO ACADEMIC FOUNDATIONS? HOW DOES SUSTAINABILITY RELATE TO THE STRATEGIC RESEARCH PLAN? HOW DOES THE INSTITUTIONAL SUSTAINABILITY PLAN (ISP) RELATE TO INSTITUTIONAL PLANNING AND ACCOUNTABILITY? WHAT ARE THE RESOURCE IMPLICATIONS OF THE INSTITUTIONAL SUSTAINABILITY PLAN (ISP)? THE SUSTAINABILITY TRACKING AND RATING SYSTEM (STARS) INSTITUTIONAL SERVICE SECTORS PLANNING, ADMINISTRATION AND ENGAGEMENT Institutional Planning and Coordination Investment Accessibility and Diversity Human Resources Public Engagement: Return to Community LEARNING AND RESEARCH Curriculum and Research Student Engagement and Awareness CAMPUS OPERATIONS Greenhouse Gas (GHG) Emissions Energy Transportation Built Environment Water Waste Purchasing IT Services Dining Services Residence Services Environment, Health and Safety (EHS) Health and Wellness APPENDIX APPENDIX A: DEFINITIONS APPENDIX B: COMPLETED INITIATIVES APPENDIX C: LIST OF REFERENCES APPENDIX D: UNIVERSITY RANKINGS AND SUSTAINABILITY APPENDIX E: WHY IS SUSTAINABILITY IMPORTANT TO THE UNIVERSITY OF CALGARY?... 37

5 EXECUTIVE SUMMARY The University of Calgary (U of C) Sustainability Commitment The University of Calgary is committed to excellence and leadership in advancing the pursuit of sustainability in teaching, research, campus operations and community service. ( Sustainability Policy 2009) The U of C is also a signatory to the University and College Presidents Climate Change Statement of Action for Canada, the Talloires Declaration, and the imaginecalgary Plan for Long Range Urban Sustainability. These commitments join the U of C with national and international networks of universities and with community networks similarly committed to leadership in sustainability. On campus these commitments provide the inspiration for action. The U of C Sustainability Policy defines sustainability as articulated by the Brundtland Commission, formally the United Nation s World Commission on Environment and Development: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. (UN Documents, n.d., 1.2.1) What is the purpose of the Institutional Sustainability Plan (ISP)? The ISP is a framework for developing and acting upon the U of C s commitment to sustainability. The Plan addresses a holistic approach to campus sustainability encompassing the sectors described in the U of C Sustainability Policy: administration; teaching, research, and service as well as campus operations. Recognizing that the U of C is engaged in a number of activities that support sustainability, the ISP provides an institutional wide understanding of strategic priorities for sustainability and is intended to support effective and collaborative planning at administrative, faculty and business unit levels. Performance categories of the plan were informed by the Sustainability Tracking, Assessment and Rating System (STARS) with modifications to reflect the U of C context. STARS is produced by the Association for the Advancement of Sustainability in Higher Education (AASHE) to provide comparability of sustainability performance of higher education institutions in North America and benchmarks an institution s performance over time. The performance categories also correlate to the Talloires Declaration and the imaginecalgary Plan thus prompting advancement of these institutional commitments. In August of 2010 the U of C became a Charter Participant in the STARS program joining 230 post secondary institutions across North America. As one of ten Canadian STARS Charter Participants, the U of C further positions itself as a leader in campus sustainability and enhances its capacity to compare performance against peer institutions. The ISP is a work in progress and contains more detail for some sectors than for others. Where detail is lacking, reference is sometimes made to STARS as a potential guide to future development for that sector. There is also indication where parts of the University community need to engage in ongoing work within a continuing commitment to a sustainable institution. Those that are more fully developed identify high level goals, key performance indicators for measuring progress, preliminary short and long term targets, and a set of initial proposed actions.

6 How Does Sustainability Relate to Academic Foundations? Each of the four Academic Principles including: Student Success; Excellence in Research, Scholarship and Creative Activity; Interdisciplinary Education and Research; and Return to Community have essential linkages to the advancement of sustainability. Building sustainability into each of these pillar activities will contribute to U of C s over-all sustainability program. How Does Sustainability Relate to the Strategic Research Plan? Cornerstone Strategy two of the Strategic Research Plan confirms the following institutional research strengths which may support sustainability research: Advancing Health and Wellness Ethics, Social Responsibility, and Governance Sustainability of Energy and Environment Understanding Life on Earth Cornerstone Strategy three, building research bridges through interdisciplinary, collaboration, and partnership, identifies essential strategies for advancing knowledge and change in support of sustainability. How Does the Institutional Sustainability Plan (ISP) Relate to Institutional Planning and Accountability? The ISP is one of a series of plans that serve as the basis for institution-wide planning and accountability: [T]he Institutional Access Plan, the Institutional Learning Plan, The Business Plan, the Strategic Research Plan, the Campus Master Plan, the Sustainability Plan, and other related plans serve as the basis for institution-wide planning and accountability, describing the specific activities that will be implemented to address goals and objectives, how those objectives will be measured and the expected outcomes. ( Academic Foundations 2009, 4) Additionally, the use of key performance indicators, defined targets, and monitoring enables measurement and supports the institutional cross-goal objective of Accountability for Results. What are the Resource Implications of the Institutional Sustainability Plan (ISP)? The U of C recognizes fiscal benefits of acting upon the ISP. Some savings are direct as in the case of updating the central heating and cooling plant to co-generation technology which will reduce greenhouse gas emissions and provide an annual savings of more than $3 million or $300,000 in annual savings through waste minimization and diversion strategies implemented over the past two years. Other sustainability measures do not have a direct return on investment but contribute to leadership in research and teaching endeavors, improved institutional reputation, and the recruitment and retention of growing staff and student populations that value sustainability.

7 1 1. Introduction 1.1 The University of Calgary Sustainability Commitment The University of Calgary is committed to excellence and leadership in advancing the pursuit of sustainability in teaching, research, campus operations and community service. ( Sustainability Policy 2009) Further the University of Calgary (U of C) has undertaken the following declarations: University and College Presidents Climate Change Statement of Action for Canada: confirms the U of C s commitment to defined actions and leadership in reducing greenhouse gas emissions and catalyzing solutions for climate change. The U of C became a signatory in October Talloires Declaration: confirms the U of C s commitment to a ten-point action plan for incorporating sustainability and ecological literacy in teaching, research, operations and outreach. Signed by presidents and chancellors in over 40 countries, the U of C became a signatory in October imaginecalgary Plan for Long Range Urban Sustainability: confirms the U of C s commitment to a longrange vision for the city of Calgary as well as goals and targets for action. Developed with input from more than 18,000 community members, the U of C is one of more than 50 community partners that have committed to support the Plan. The U of C became a signatory in June As signatories to external sustainability declarations universities make public their commitment to advancing sustainability. These commitments join the institution with national and international networks of colleges and universities and to local community networks similarly committed to leadership in sustainability. Institutional commitments establish a strategic direction that is a crucial step in laying the foundation for a shared vision across campus and within the community of institutions of higher education. On campus these commitments provide the inspiration for action. Institutional policy on sustainability further affirms at the highest levels of an institution the expectations of members of the campus community in fulfilling these commitments. 1.2 Why is Sustainability Important to the University of Calgary? Universities play a pivotal role in defining the path to a healthy, just, and sustainable future through preparing students to be community leaders in their personal and professional lives, undertaking critical disciplinary and interdisciplinary research, participating in community partnerships and community service initiatives, modeling desired values and practices in campus operations, and through procurement policies and standards that help shape the services and products made available to them and others. See Appendix E for further discussion. 1.3 What is Sustainability? The U of C Sustainability Policy defines sustainability as articulated by the Brundtland Commission, formally the United Nation s World Commission on Environment and Development: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. (UN Documents, n.d., 1.2.1)

8 2 There are many definitions of sustainability or sustainable development that may be referred to. In the post secondary context the scope of campus sustainability encompasses all aspects of learning, research, service and campus operations. Sustainability at the U of C is understood to be a value that is brought to the delivery of all services and businesses of the institution. 1.4 What is the purpose of the Institutional Sustainability Plan (ISP)? The ISP is a framework and initial plan for developing and acting upon the U of C s commitments to sustainability within its business planning processes. Recognizing that the U of C is engaged in a number of activities that support sustainability, the ISP provides an institutional wide understanding of strategic priorities for sustainability. Recognizing that sustainability in institutional services, campus operations and in academic (learning and research) programs, are distinct but related activities, each of which is overseen by distinct campus communities, the ISP addresses these areas separately. It is intended to support effective and collaborative planning to enable greater scales of change. The Plan addresses a holistic approach to campus sustainability encompassing the sectors described in the U of C Sustainability Policy: administration; teaching and research as well as campus operations. The ISP is a framework to guide short and long term planning that takes place at administrative, faculty, and business unit levels. The document will be updated every one to two years to reflect the institutions growth in understanding of how to advance the U of C s sustainability commitment, the available resources, and society s expanding expectations for leadership in sustainability. Performance categories of many parts of the plan are generally aligned with the Sustainability Tracking, Assessment and Rating System (STARS) as described below. Modifications have been made to reflect the U of C context. In additional to providing comprehensive criteria, STARS enables the U of C to assess our progress against other Canadian and American institutions of higher education (see Appendix D). Further, these performance categories correlate to the Talloires Declaration and the imaginecalgary Plan thus prompting advancement of these institutional commitments. The ISP is a work in progress and contains more detail for some sectors than for others. Where detail is lacking, reference is sometimes made to STARS as a potential guide to future development for that sector. There is also indication where parts of the University community need to engage in ongoing work within a continuing commitment to a sustainable institution. Those that are more fully developed identify high level goals, key performance indicators for measuring progress, preliminary short and long term targets, and a set of initial proposed actions. 1.5 How Does Sustainability Relate to Academic Foundations? Academic Foundations confirms four Academic Principles including: Student Success; Excellence in Research, Scholarship and Creative Activity; Interdisciplinary Education and Research; and Return to Community. Sustainability contributes to and is supported by each of these principles. Profound change cannot be merely intellectual; it must be rooted in a place that is personally relevant and connected with an ability to take action. The educational experience of graduates [should] reflect an intimate connection among 1) curriculum; 2) research; 3) understanding and reducing any negative ecological and social footprint of the institutions; and 4) working to improve local, regional, and global communities so that they are healthier, more socially vibrant and stable, economically and environmentally sustainable. (ACUPCC 2009, 5) The U of C welcomes its service role as it responds to societal needs, not only locally and provincially, but also nationally and internationally. The U of C contributes to the development of an increasingly inter-connected

9 3 society in the most effective ways possible, often in partnership with other institutions and corporate entities, public and private. Collaboration with community and community service learning builds strong community connections, fosters civic engagement, accelerates the transfer of knowledge, and enables collective action for meaningful scales of change in support of sustainable development. 1.6 How Does Sustainability Relate to the Strategic Research Plan? Cornerstone Strategy two of the Strategic Research Plan identifies four priorities under which research relating to sustainability occurs: Advancing Health and Wellness Ethics, Social Responsibility, and Governance Sustainability of Energy and Environment Understanding Life on Earth Cornerstone Strategy three is to build research bridges through interdisciplinary, collaboration, and partnership. All are essential strategies for advancing knowledge and change in support of sustainability. Cornerstone Strategy four confirms the following Institutional Development Priorities the first two are elements of sustainability, and the last can be a tool to advance sustainability: Energy and Environment Biomedical Engineering Public Policy 1.7 How does the Institutional Sustainability Plan (ISP) Relate to Institutional Planning and Accountability? The ISP is one of a series of plans that serve as the basis for institution-wide planning and accountability. The ISP does not replace other strategic documents of the University; it is intended to support and accompany these documents. the Institutional Access Plan, the Institutional Learning Plan, The Business Plan, the Strategic Research Plan, the Campus Master Plan, the Sustainability Plan, and other related plans serve as the basis for institution-wide planning and accountability, describing the specific activities that will be implemented to address goals and objectives, how those objectives will be measured and the expected outcomes. Academic Foundations 2009, 4) Institutional cross goal objectives include Facilities that Support Learning and Research, and Responsible use of Resources. The ISP relates to these as follows: The U of C is committed to its vision of being an innovative, learning organization that creates and enables worldclass research, learning and service environments built on principles of social, economic and environmental sustainability. How the campus operates on a day to day basis, how it purchases and manages the life cycle of its supply chain, how it powers itself and operates buildings, and how it manages water, food, and transportation demand all provide important learning and research opportunities for students. Congruence between what is taught and the environment in which students learn is necessary. Further, exemplary university operations modeled on principles of sustainable development demonstrate desired values in surrounding communities and businesses. The ISP relates to the cross-goal objective of Accountability for Results as follows: The U of C has committed to reporting to the community on progress towards the institutional sustainability commitment. Further the institutional Cross-Goal Objective of Accountability for Results is aimed at confirming

10 4 measurable indicators of success. The use of key performance indicators, defined targets, and monitoring enables measurable progress reporting. Reporting also enables internal evaluation of how effective current activities are in meeting institutional goals. This reflection provides valuable feedback to shape the evolution of planning and actions in advancing sustainability. 1.8 What are the Resource Implications of the Institutional Sustainability Plan (ISP)? In addition to the need to care for local and global environmental and social systems, the U of C recognizes fiscal benefits of acting upon the ISP. Some savings are direct as in the case of updating the central heating and cooling plant to co-generation technology which will reduce greenhouse gas emissions and provide an annual savings of more than $3 million; or $300,000 in annual savings through waste minimization and diversion strategies implemented over the past two years. Further, greenhouse gas emission reduction has become an enterprise risk management strategy due to increasing regulation of emissions and emerging financial penalties for emissions. Sustainability fosters holistic thinking about campus operations. In assessing the total cost of ownership over the life cycle of a building, additional capital investments associated with energy efficiency or building durability have a compelling return on investment. Green building technologies and industry s understanding of green building design has advanced significantly in recent years reducing former premiums paid for green buildings. Additionally, research is confirming compelling productivity gains and enhanced learning outcomes in high performance green buildings. Similar is true of assessing the total cost of ownership of materials and equipment. Investing in energy efficient and high quality equipment reduces operating costs and extends the product service life. While some sustainability measures do not have a direct return on investment they contribute to U of C leadership and support research and teaching endeavors. In this way they can contribute to improved institutional reputation, and the recruitment and retention of growing staff and student population that values sustainability. Leadership and excellence in sustainability may also improve access to funding in both research and operational contexts as government, not-for-profit, and corporate entities seek solutions for sustainable development and climate change. 1.9 The Sustainability Tracking and Rating System (STARS) The Sustainability Tracking, Assessment and Rating System (STARS) produced by the Association for the Advancement of Sustainability in Higher Education (AASHE) in North America provides a way to compare the sustainability performance of higher education institutions and benchmark an institution s performance over time. Its focus is on policies and practices in three main categories: Education & Research, Operations, and Planning, Administration & Engagement. The ISP was developed using STARS with modifications to reflect a U of C specific context. STARS is selected as it is the only comprehensive framework for defining and assessing campus sustainability in North America; no other similar international frameworks were available at the time of preparing the 2010 ISP. In August 2010 the U of C became a Charter Participant in the STARS program joining 230 post secondary institutions across North America. Over the next few years participation by North American post secondary institutions in the STARS program is expected to grow significantly. As one of ten Canadian STARS Charter Participants, the U of C further positions itself as leader in campus sustainability and enhances its capacity to compare performance against peer institutions. Appendix D provides further explanation on the context of university ranking systems and sustainability.

11 5 2. Institutional Service Sectors The following section provides guidance to institutional service sectors on sustainability goals and indicators as well as preliminary targets and actions in support of the U of C s sustainability commitment. A summary of completed initiatives is located in Appendix B. Staff, faculty members, and students can collaborate on research and project based initiatives to advance the following goals. 2.1 Planning, Administration and Engagement Institutional Planning and Coordination GOAL: The University of Calgary demonstrates leadership in sustainability in its institutional planning processes. ACTION PLAN TIMEFRAME WHO Academic Foundation Plan: review the academic foundations plan and identify areas where sustainability can appropriately be integrated, with the support of the academic community 2011 VP(A) Other Plans: Similarly review and cross reference the Strategic Research Plan, the Learning and Teaching Plan, etc. with the Institutional Sustainability Plan 2011 VP(A) Climate Action Plan: endorse the draft plan in support of U of C s commitment to the University and College Presidents Climate Change Statement of Action for Canada 2010 PVP West Campus Plan: integrate leadership and excellence in sustainability as a core guiding principle 2010 VP(FM+D) Strategic and physical campus plans guide an institution and its physical development. These important documents establish an intuition s priorities and influence budgeting and decision-making. Incorporating sustainability into these plans is an important step in making sustainability a campus priority Sustainability plans and climate plans provide a road map for how to achieve sustainability goals. (AASHE 2010, 212)

12 Investment As noted in section 1, the ISP is generally aligned with Sustainability Rating and Tracking System (STARS). Further discussion within the portfolio of the Vice President (Finance and Services) and the Board of Governors is required prior to confirming an appropriate goal and supporting actions for the Investment category. The principal action for the portfolio of the Vice President (Finance and Services) over the next year is to complete that discussion and to confirm appropriate ISP goal(s), indicator(s), baseline(s), targets and an action plan with a four year horizon Accessibility and Diversity GOAL: The University of Calgary supports diversity within the student population and strives to provide programs and services to support a diverse range of students. ACTION PLAN TIMEFRAME WHO Strategies Ensure the provision of scholarship and bursary assistance to qualified students with financial need ongoing VP(A) (F+S) Regularly review financial aid and awards funding to ensure needs based programs are in place and accessible ongoing VP(A) (F+S) Provide mentoring, peer support, programming and services to support populations of students from under-represented groups (e.g., The Native Centre, The Disability Resource Centre) 2011 ongoing VP(A) (F+S) Consider options for gender inclusive student residence opportunities after the new residence building is fully operational 2013 VP(A) Provide education opportunities on cultural competence for students through existing student support and leadership structures 2011 ongoing VP(A) (F+S) Diversity enriches the educational experience Education within a diverse setting prepares students to become good citizens in an increasingly complex, pluralistic society; it fosters mutual respect and teamwork; and it helps build communities whose members are judged by the quality of their character and their contributions. (American Council on Education, )

13 Human Resources GOAL: The University of Calgary is an Employer of Choice. ACTION PLAN TIMEFRAME WHO Planning and Monitoring Conduct a survey to assess employee engagement; repeat at appropriate intervals 2011 VP (F+S) Strategies Provide opportunities for employee professional development in sustainability through Continuing Education and other departmental scale training programs ongoing VP (F+S) (A) Expand sustainability information and resources in new employee VP (F+S) orientation 2012 (FM+D) Expand employee peer-to-peer training and outreach programs (SustainabilityON Coordinators Program) 2010 VP (FM+D) Advance the Healthy U of C Program 2012 VP(F+S) Enhance the visibility of programs and services offered by the U of C including: health and wellness, health spending account, child and adult daycare, Safewalk, campus recreation opportunities, continuing education, tuition support programs, occupational health and safety/environment health and safety training, etc. in new faculty and staff orientations and other student oriented communication tools ongoing VP(F+S) Faculty and staff members daily decisions impact an institution s sustainability performance. Equipping faculty and staff with the tools, knowledge, and motivation to adopt behavior changes that promote sustainably is an essential activity of a sustainable campus. (AASHE 2010, 238)

14 Public Engagement: Return to Community GOAL: The University of Calgary is a community leader in advancing sustainability. ACTION PLAN TIMEFRAME WHO Planning and Monitoring Consider how to effectively measure student participation in community service contributions 2012 VP(A) Consider how to effectively measure staff/faculty member participation in community service contributions 2012 VP(A) (F+S) Strategies VP (A) (R) Continue to advance community sustainability partnerships ongoing (FM+D) Continue to participate in inter-campus collaboration on sustainability, pursue roles and activities that demonstrate U of C leadership ongoing VP (FM+D) (A) Provide continuing education courses on sustainability 2011 VP (A) Where appropriate continue advocacy for sustainability in national, provincial, and local public policy ongoing VP (A) (R) (FM+D) Consider including sustainability (social, environmental and economic responsibility) within a graduation pledge 2012 VP (A) *C]ollaboration between institutions of higher education and their larger communities (local, regional/ [provincial] national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. (The Carnegie Foundation, n.d.) Collaboration with community and community service learning builds strong community connections, fosters civic engagement, accelerates the transfer of knowledge, and enables collective action for meaningful scales of change in support of sustainability. One of four guiding principles for the U of C is Return to Community. The U of C provides highly qualified personnel and makes the results of its research, scholarship and creative activity publicly available. As a public university, the U of C welcomes this service role as it attempts to respond to societal needs, not only locally and provincially, but also nationally and internationally. The University of Calgary contributes to the development of an increasingly inter-connected society in the most effective ways possible, often in partnership with other institutions and corporate entities, public and private. ( Business Plan 2009, 19)

15 9 2.2 Learning and Research Curriculum and Research Although there has as yet been little formal discussion at the level of General Faculties Council at the U of C regarding sustainability in Teaching and Learning, Research and Service, many Faculties and Institutes have considerable depth in subject areas that directly relate to the pursuit of sustainability. Following are a few examples of some of this depth. The Faculty of Environmental Design has a 40-year history in interdisciplinary work that runs to the heart of sustainability with all course offerings and research touching on diverse aspects of sustainable practices in Architecture, and Environmental Design. The Faculty of Social Work s vision is creating social well-being and just societies and they are dedicated to promoting societies that respect human dignity, and worth, meet basic human needs, are anti-oppressive, inclusive, and based on principles of social justice. The Institute of Energy, Environment and Economy coordinates and facilitates policy-relevant, problem-driven, multidisciplinary and interdisciplinary research and training in Energy and Environment and works closely with U of C faculties and schools and with stakeholders in the community. Excellence in this area was also most recently acknowledged in the Schulich School of Engineering, where for the second time in a row, the School was ranked #1 in Canada for integrating sustainability into engineering education. Further evidence of excellence is demonstrated by the Haskayne School of Business who was similarly ranked among the top business schools in Canada in The goal in this category of the ISP is to begin the discussion more broadly within the academic community about how and where education about sustainability is appropriate and how priorities for sustainability should be articulated in institutional planning documents. This could occur at the institutional level, with a General Faculties Council (GFC)-initiated debate or task force, and should include an assessment not only of on-going activities but a consideration of our Academic Foundations and our Strategic Research Plan. This GFC discussion would be well facilitated with the insights from prior examination of sustainable content and approaches at an individual department and Faculty level. It can also occur in an open campus forum involving broad campus participation. Essential to these discussions is ensuring that both faculty and student perspectives are included and that the discussion process supports broad engagement and multiple perspectives. The U of C has a rich diversity of expertise available to foster meaningful discussion and many sustainability course offerings and sustainability research initiatives to draw upon. Recognizing that the U of C already has significant strength in sustainability related topics, the identification of the current course offerings and degree specializations provides a helpful reference point to assist in discussions on sustainability within U of C curriculum. The following definitions are provided to assist in discerning between courses that are related to the broad topic of sustainability versus those that have a central focus on sustainability. Similar approaches may be applied to research definitions. Sustainability-Focused Courses: Sustainability-focused courses concentrate on the concept of sustainability, including its social, economic, and environmental dimensions or examine an issue or topic using sustainability as a lens. (AASHE 2010, 35) These courses provide valuable grounding in the concepts and principles of sustainability. In addition, these courses help equip students with the skills to weave together disparate components of sustainability in addressing complex issues. (AASHE 2010, 36) Sustainability-Related Courses:

16 10 Sustainability-related courses incorporate sustainability as a distinct course component or module, or concentrate on a single sustainably principle or issue. (AASHE 2010, 35) They help build knowledge about a component of sustainability or introduce students to sustainability concepts during part of the course. They may complement sustainability-focused courses by providing students with in-depth knowledge of a particular aspect or dimension of sustainability (such as the natural environment) or by providing a focus area (such as renewable energy) for a student s sustainability studies, or they may broaden students understanding of sustainability from within different disciplines. (AASHE 2010, 39) As a quantitative survey on sustainability course offerings is an incomplete measure on sustainability in curriculum, it is anticipated that sustainability learning outcomes and sustainability literacy may be part of discussions on sustainability. Similarly, research can be carried out in a sustainable fashion and may itself foster and support sustainability through creation of new knowledge and innovation. Understanding how research fits into and supports sustainability, and how our research priorities inform future sustainability will be important considerations as we seek to develop a sustainability framework for our research programs. Ultimately, recognizing, rewarding and support for sustainability in learning and research will be critical to ensuring an on-going commitment to the process Student Engagement and Awareness Co-curricular activities and community service activities outside of a formal curriculum provides opportunities for student leadership skill development and strengthens civic engagement. Engaging in sustainability initiatives through co-curricular activities allows students to apply and deepen their understandings of sustainability principles. Institutional-sponsored co-curricular sustainability offerings help integrate sustainability into the campus culture and set a positive tone for the institution. (AASHE 2010, 20) The U of C engages in a wide range of co-curricular activities including university led initiatives through the Student Success Centre and initiatives led by over 200 student groups, many of which are sustainability related activities. The immediate goal in this category is to formalize co-curricular priorities for the ISP including goals, identifying relevant performance indicators, benchmarking the current state and setting targets to ensure steady progress. The STARS framework as summarized below is intended as a starting point for these discussions and it is noteworthy that the U of C is already engaged in most strategies. Student Enrollment Services has begun discussions on the kinds of outcomes that are appropriate to be developing in students, and the timing of those within the undergraduate experience. Experience of sustainability fits within that discussion. Discussions to confirm co-curricular priorities for the ISP would include the offices of the Vice-Provost (Students) and Office of Sustainability staff together with student leaders. Student leaders would include representation from the Students Union, the Graduate Student Association, and active student clubs from the SU, GSA and Faculty associations. In addition to confirming ISP priorities this discussion will further enhance collaboration on sustainability within co-curricular activity and serve as a catalyst for accelerating progress. STARS strategies in Co-Curricular Education aimed at engaging students includes the following: 1. Student Sustainability Educators Program

17 11 This *category+ recognizes institutions with programs that engage students to serve as educators in peer-topeer sustainability outreach. Such initiatives, sometimes known as "Eco-Reps" programs, help disseminate sustainability concepts and a sustainability ethic throughout the campus community. In addition, serving as an educator is a valuable learning experience for students that can deepen their understanding of sustainability while developing their outreach and education skills. (AASHE 2010, 15) The U of C undertook an Eco-Champion Pilot Program in that included student participation in peer-to-peer learning. Based on this experience the SustainabilityON Coordinators Program was launched in September 2010, this includes a residence specific component and a placeholder for broader student participation. Further Save NRG is student run program within student residence aimed at peer-to-peer education related to sustainability. 2. Student Sustainability Outreach Campaign This [category] recognizes institutions that hold sustainability outreach campaigns that yield measurable, positive results in advancing the institution s sustainability performance (e.g., a reduction in energy or water consumption). Campaigns engage the student body in sustainability issues and can help raise student awareness about sustainability. In addition, campaigns encourage students to adopt or try sustainable practices and lifestyles. (AASHE 2010, 18) The U of C Eco-Champion Pilot Program included both energy and waste reduction campaigns that both residences and non-resident students participated in. Additionally students (and employees) participate in the Commuter Challenge. The new SustainabilityON Coordinators Program includes similar campaigns and competition. 3. Sustainability in New Student Orientation Including sustainability in student orientation demonstrates that sustainability is an institutional goal and encourages students to adopt sustainable habits in their new school environments. Orientation sets the tone for the campus experience. (AASHE 2010, 21) Graduate student orientation includes sustainability. Undergraduate orientation in September 2010 includes activities that raise awareness of sustainability initiatives on campus, waste free events, and Office of Sustainability has a table in the Campus Carnival. Undergraduate orientation also includes nine community service opportunities that address social sustainability dimensions. Other professional faculties incorporate sustainability into their orientation activities in different ways. 4. Sustainability Outreach and Publications This [category] recognizes institutions that produce outreach materials and publications [sustainability website, sustainability newsletter, signage, green living guides for residences, sustainability walking tour etc.] that enhance student learning about sustainability outside of the formal classroom (AASHE 2010, 24). The U of C currently has a sustainability website, publishes a Green Bulletin, and provides signage confirming sustainability strategies and ways to take action on sustainability and addresses stories on sustainability in the UToday, as well as student led publications. Further initiatives are under development through the Office of Sustainability. 5. Opportunities for Co-Curricular Student Engagement STARS confirms the following Tier Two Credits and strategies: 1. Student Group: Institution has an active student organization focused on sustainability.

18 12 2. Organic Garden: Institution has an on-campus garden where students are able to gain organic farming and/or gardening experience. The garden does not have to be Certified Organic. 3. Model Dorm Room: Institution has an occupied, formally designated model dorm room that is open to students during regular hours and demonstrates sustainable living principles. 4. Themed Housing: Institution has sustainability-themed housing (residential hall or floor, or theme house) where residents learn about sustainability together and to which residents must apply. 5. Sustainable Enterprise: Institution has a student-run sustainable enterprise, such as a café, through which students gain sustainable business skills. 6. Sustainability Events: Institution holds major events related to sustainability, such as conferences, speaker series, or symposia, which have students as the intended audience. 7. Outdoor Program: Institution has a wilderness or outdoors program that organizes hiking, backpacking, kayaking, or other outings for students and follows Leave No Trace principles. 8. Themed Semester or Year: Institution has chosen a sustainability-related theme for its themed semester, year, or first-year experience during the past three years. This could take the form of choosing a sustainability related book for the common reading. The U of C currently undertakes items 1, 2, 6, and 7. The following DRAFT Goal and Key Performance Indicators are a proposed starting point: GOAL: University of Calgary co-curricular opportunities demonstrate leadership in sustainability. Indicator: Number of students served by a Peer-to-Peer outreach programs participating in peer-to-peer sustainability outreach and education programs Indicator: Number of above activities that the U of C engages in.

19 Campus Operations Greenhouse Gas (GHG) Emissions GOAL: The University of Calgary strives to attain net carbon neutrality. Indicator: Scope Greenhouse Gas Emissions 1 Baseline: ,500 MT CO2e (FY 2005/06) 2012: -40% 2015: -45% 2020: -55% Indicator: Scope 3 Greenhouse Gas Emissions 3 Baseline: ,600 MT CO2e ( FY 2008/09) : -30% 2015: -40% 2020: -65% ACTION PLAN COMPLETION WHO Planning and Monitoring: Conduct bi-annual Scope 1, 2 and 3 greenhouse gas emission inventories 2010 ongoing VP (FM+D) Develop a Climate Action Plan in accordance with the University and College Presidents Climate Change Statement of Action; update bi-annually VP (FM+D) Confirm financing strategies to enable infrastructure change; examples: - A revolving energy fund (reinvestment of energy efficiency savings) - Public + private sector partnerships - Carbon credit sales from GHG emission reductions 2010 ongoing VP(F) (FM+D) Energy Supply: Reduce greenhouse gas emissions and operating costs, and enhance energy security by upgrading the central heating and cooling plant to combined heat and power (co-generation) 2011 VP (FM+D) Employ viable building based or other site based renewable energy technologies; consider return on investment, experiential learning/applied research opportunities, partnerships for technology development and transfer TBD VP (FM+D) Confirm integrated resource recovery opportunities such as sewer line or IT server waste heat recovery and load-sharing between buildings ongoing VP (FM+D) Explore gasification of solid waste for production of alternative fuel for fleet vehicles or turbines in the central heating and cooling plant 2012 VP (FM+D) Explore synergies between West Campus and Main Campus to assist in transitioning Main Campus to low/no emission power and heat TBD VP (FM+D) See Energy, Built Environment, Transportation, Purchasing and IT Services for portfolio specific emission reduction strategies. 1 Scope 1: Direct GHG Emissions Scope 2: Indirect GHG Emissions Scope 3: Other Indirect GHG Emissions Emissions from sources that are owned or controlled by the University of Calgary. Includes on-campus stationary combustion (natural gas, propane etc.) and University fleet vehicles. Emissions from sources not owned or controlled by the University, but that are a direct result of its operation. Includes emissions resulting from electricity that is generated off-campus and purchased by U of C All other indirect emissions. Includes Commuting, Institutionally Financed Travel, Paper Purchasing and Organic Waste emissions. 2 includes commuting, institutionally financed travel, paper, solid waste, transmission and distribution losses, and wastewater

20 Energy GOAL: The University of Calgary is one of the most energy efficient campuses in North America Indicator: Averaged Building Energy Use Intensity (EUI): energy use divided by floor area (not including source energy) Baseline: Main Campus: 1.7 GJ/m2/yr ( FY) Foothills Campus: 3.6 GJ/m2/yr ( FY) MC : : : 1.3 FC : : : 2.3 ACTION PLAN COMPLETION WHO See also Sections Greenhouse Gas Emissions & Built Environment New Buildings: Align new building energy performance standards with the targets of the Architecture 2030 Challenge as follows: 2010 o 60% reduction in 2010, 70% in 2010, 80% in 2020 ongoing VP (FM+D) Develop and utilize institutional design standards for energy efficiency, energy use metering, ozone protection, and Green IT 2010 ongoing VP (FM+D) (F+S) Existing Buildings: Planning and Monitoring: Implement an enterprise energy management system to centrally monitor, analyze, plan for and report on existing building performance 2011 Complete energy metering and the first phase of strategic sub-metering 2012 Financing: see GHG Emissions Ongoing Benchmarking and target setting: Undertake building performance audits and building envelop studies to confirm baseline performance, building specific opportunities for improvements, targeted energy use intensities (minimum Energy Star 69 performance level) and strategies to meet targets forward Implement an in-house re-commissioning protocol; commence program VP (FM+D) Energy Performance Initiative: Phase II: complete current program for lighting and HVAC upgrades 2011 Phase III: adjust building HVAC system hours of operation and optimize building occupancy during extend hours; implement an awareness and action program for occupant point of use energy reductions 2011 (SustainabilityON Program) Phase IV: implement strategic changes (infrastructure upgrades and recommissioning) as per outcomes of the building performance audits and target finding (see above) VP (FM+D) Evaluate and implement a fume hood upgrade program and operations protocol VP (FM+D) (F+S) Grounds: Transition site lighting to high efficiency lighting (LED and photovoltaic power) and smart sensor technologies for daylight and occupancy 2010 forward VP (FM+D) Provide timers for parking lot winter plug-ins 2012 forward VP (FM+D) IT Services: Construct a baseline energy use profile for IT services 2011 Develop a strategic plan to address energy use (See for detail) TBD VP (FM+D) (F+S) Plug Loads: Implement requirements for all equipment purchasing (computers, fridges, etc.) to be Energy Star compliant VP(F+S) Develop replacement program for low energy efficiency equipment TBD VP (FM+D) (F+S) (A) Implementation plan for vending machine upgrades for motion sensors and energy efficiency 2012 VP(F+S)